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Norwegian Association for Distance and Flexible
Education
Torunn Gjelsvik
Torunn Gjelsvik
Managing Director at
Akademiet Nettstudier
Former project manager at
NADE (Norwegian
Association for Distance and
Flexible Education)
Worked with distance and
online learning for 13 years
Norway as a pioneer in distance
education:
exploring new technology
student support services
pedagogical development
developing the teacher role
partnership with organizations and higher education
international research
16 online schools
20 years of development
100 years of experience
20-25,000 online students and
40,000 (?) ”flexible” students in Norway
• Qualitative method, personal interviews with every
accredited online school in Norway per 1.01.2013
• Semi-structured interviews
• Development plans, reports and project evaluations
• Thematic compilation of findings
• Newly released report (in Norwegian only):
Innovation and Challenge – pedagogical development in
Norwegian Online Schools 1995-2015
Torunn Gjelsvik: Innovation and Challange - Pedagogical Development in Norwegian Distance Education Institutions 1995-2015
Torunn Gjelsvik: Innovation and Challange - Pedagogical Development in Norwegian Distance Education Institutions 1995-2015
Broad subjects Industry
subjects
Niche subjects
Psychology Financial advice Chiropody
Higher education
entrance qualification
Pilot’s licence Understanding the Bible
Live a healthier life
online
Estate management Norwegian language for
adult immigrants
Webdesign Pre Engineering Network administrator
Pedagogy Technical college in
construction
Social media in
education
Management Insurance law Sheep online
Health Woodworking trades Sami language
Technology Focus on student support, flexibility and
variation in learning processes
Learning methods Asynchronous vs. Synchronous pace
Blended learning
Recources and services
New learning concepts
Teacher role From correspondance to guidance
Partnerships Higher education
Organizations
Research Contribution to the field through
international projects, NADE and EDEN
Financial constraints – gradual reduction in public funding
Lack of recognition – internally and externally
Accelerating technological development – it’s hard to
keep up as technological pioneer
Reduction in public funding of Norwegian online schools (in millions of Norwegian
kroner from 2002 to 2012)
Individualization of
learning processes –
learning analytics
Learning on the fly
Gaming – new
competencies and
increased motivation
Technology: complexity at
the back end, simplicity at
the front end
Torunn Gjelsvik: Innovation and Challange - Pedagogical Development in Norwegian Distance Education Institutions 1995-2015
Torunn Gjelsvik
 
Managing Director
Akademiet Nettstudier
torunn.gjelsvik@akademiet.no

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Torunn Gjelsvik: Innovation and Challange - Pedagogical Development in Norwegian Distance Education Institutions 1995-2015

  • 1. Norwegian Association for Distance and Flexible Education Torunn Gjelsvik
  • 2. Torunn Gjelsvik Managing Director at Akademiet Nettstudier Former project manager at NADE (Norwegian Association for Distance and Flexible Education) Worked with distance and online learning for 13 years
  • 3. Norway as a pioneer in distance education: exploring new technology student support services pedagogical development developing the teacher role partnership with organizations and higher education international research
  • 4. 16 online schools 20 years of development 100 years of experience 20-25,000 online students and 40,000 (?) ”flexible” students in Norway
  • 5. • Qualitative method, personal interviews with every accredited online school in Norway per 1.01.2013 • Semi-structured interviews • Development plans, reports and project evaluations • Thematic compilation of findings • Newly released report (in Norwegian only): Innovation and Challenge – pedagogical development in Norwegian Online Schools 1995-2015
  • 8. Broad subjects Industry subjects Niche subjects Psychology Financial advice Chiropody Higher education entrance qualification Pilot’s licence Understanding the Bible Live a healthier life online Estate management Norwegian language for adult immigrants Webdesign Pre Engineering Network administrator Pedagogy Technical college in construction Social media in education Management Insurance law Sheep online Health Woodworking trades Sami language
  • 9. Technology Focus on student support, flexibility and variation in learning processes Learning methods Asynchronous vs. Synchronous pace Blended learning Recources and services New learning concepts Teacher role From correspondance to guidance Partnerships Higher education Organizations Research Contribution to the field through international projects, NADE and EDEN
  • 10. Financial constraints – gradual reduction in public funding Lack of recognition – internally and externally Accelerating technological development – it’s hard to keep up as technological pioneer
  • 11. Reduction in public funding of Norwegian online schools (in millions of Norwegian kroner from 2002 to 2012)
  • 12. Individualization of learning processes – learning analytics Learning on the fly Gaming – new competencies and increased motivation Technology: complexity at the back end, simplicity at the front end
  • 14. Torunn Gjelsvik   Managing Director Akademiet Nettstudier torunn.gjelsvik@akademiet.no

Hinweis der Redaktion

  1. Presentasjon av meg selv Jobbet med læring og teknologi I 13 år Erfaring fra BI (Nettstudier og Senter for e-læring), og fra NKI Nettstudier Nå hyret inn som prosjektleder I NFF for å gjøre dette prosjektet
  2. Noen fakta om prosjektet (3 min) Intervjuet 16 nettskoler = alle offentlig godkjente nettskoler i Norge. Alle er medlem av NFF og off. godkjent etter Voksenopplæringsloven. Utvalgt periode 20 år : 1995-2015, dvs. perioden fra Internett kom og til i dag + framtidsperspektiv 100 års fartstid – Laaaang historie. NKS, Norges eldste nettskole feirer sitt 100-årsjubileum i 2014. Mange av nettskolene er tidligere brevskoler. Har drevet pedagogisk og teknologisk utviklingsarbeid lenge før 1995. Antall nettstudenter - mange studerer fleksibelt i dag – både «rene» nettstudenter og fleksible deltidsstudenter ved høyere utdanningsinstitusjoner. Siste tall er usikkert, avhenger av hvordan UH-institusjonene teller
  3. Utviklingsarbeid : Nettskolene har vært teknologipionerer fra langt tilbake i tiden før 1995. Systematisk utprøving av ny teknologi i læring. Egne plattformer og systemer for oppfølging og administrasjon av nettstudier. Viktigste metoder og konsepter : asynkron, synkron og kombinert. Digitale læringsressurser og integrerte konsepter. Trend: mer individtilpasning og større innslag av synkrone elementer. Lærerrollen – fra rettelærer til nettlærer. Sterkere fokus på motivasjon, oppfølging og veiledning. Adm/tjenester – spesielt de to store – storskala individuell fjernundervisning er krevende. Studenten må “sees” og følges opp av systemet Utfordringer – gradvis reduksjon i økonomiske rammebetingelser (62 % reduksjon fra 2002 til 2005), men også helt fra 80-tallet. Manglende anerkjennelse – gjelder både internt, eksternt og hos offentlige myndigheter.
  4. Industriskolen – Industriens hus på Majorstua Norsk Nettskole – gården til Gjermund Eikli på Aurskog Folk bibelskole på Heimdal togstasjon Byggskolen på Lilletstrøm Campus Christiania /NKS og NKI Nettstudier i Oslo sentrum
  5. En utfordring å sammenfatte historien pga. stor bredde. Her er noen eksempler Breddeskolenes studietilbud er innen alle fagområder på alle nivåer Bransjeskolene utvikler spesifikke tilbud for en utvalgt bransje Nisjeskolene er små, noen ganske nye, fokuserer på smalere fagområder og/eller målgrupper
  6. Learning analytics = når læring skjer ved hjelp av teknologi legger vi igjen digitale spor og læringsdata. Skjer når vi leser, skriver, samhandler, liker, tagger osv. Disse dataene kan samles, analyseres og brukes til å tilpasse læringen til det enkelte individ. Relativt nytt forskningsfelst – LAK (Learning analytics and knowledge-konferanse arrangert for 3 gang i år). Learning on the fly – tid til å studere er viktigste knapphetsfaktor, ikke tilgang på ressurser eller utdanningsinstitusjoner. Utnytte tidslommene til å studere, store muligheter via mobiltelefon. Spill /gaming – utdanningsbransjen har mye å lære av spillbransjen. Gjennom f.eks. rollespill utvikles viktige kompetanser som samarbeid, lederskap og kreativitet/problemløsning. Dessuten motiverende med badges og kred som blir synlig i spill-community Teknologiutvikling – systemene må snakke sammen i bakkant, informasjon må flyte sømløst og utnyttes til bedre tilrettelegging og tilpasning. Grensesnitt i front må være enkelt og intuitivt.
  7. Dette er temaer som går igjen i mange av nettskolenes prosjektsøknader for utviklingsmidler 2013. Vi ser at de fanger opp i seg trendene og driver utviklingen videre. Rapporten blir ferdig 1. juni og prosjektet skal også presenteres på EDEN-konferansen som plenumsforedrag. Håper rapporten bidrar til å synliggjøre en ufortjent glemt del av norsk utdanningshistorie og at nettskolene har bidratt med viktig pedagogisk utviklingsarbeid. De forvalter og videreutvikler viktig kompetanse som har verdi også for potensielle samarbeidspartnere innen UH-sektor og arbeidsliv.